STRATEGY INTERSECTION WITH CORE DIMENSIONS

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Below are descriptors for the transversal dimension 'strategy' within each core dimension of open education: access, content, pedagogy, recognition, research and collaboration. Please:


1- Check if there are descriptors missing for 'strategy' in each core dimension. Please propose them if necessary. Note that descriptors related to technology, quality and leadership, which are also transversal dimensions, are treated within their respective core dimensions.

2- Check if any descriptor needs to be changed or removed. Please justify

Please comment/agree/disagree/propose necessary changes. Reaching consensus is not essential, but desirable. Please use the discussion boxes below.



 CORE DIMENSION :ACCESS

COMPONENTS:
ACESS TO PROGRAMMES
  • Expanding access to educational programmes is part of the institutional mission.
  • The offer of MOOC based programmes (or microprogrammes, nanodegrees) is part of the official University Strategy
ACCESS TO COURSES
  • The institution has a policy supporting the offer of MOOCs
  • The institution has a policy supporting the adaptation of courses to especial needs (e.g. disabled learners)
ACCESS TO CONTENT
  • The institution has policies on free of charge online content
  • The institution has policies on OER offer, production and reuse
  • The institution has a sustainability model for the creation of OER


CORE DIMENSION: CONTENT
COMPONENTS
OER
  • The institution uses OER as a visibility mechanism to attract students and increase reputation
  • The institution offers formal certificates for its free content compliant with the ECTS
  • The institution collaborates with other institutions in the production/reuse of OER
FREE OF CHARGE CONTENT
  • The institution offers formal certificates for its free content compliant with the ECTS
  • The institution is committed to offer updated and high quality content for free
  • The institution does MOOCs as a way to deliver content and information to a global audience for free
  • The institution uses OCW as a way to deliver content and information to a global audience for free


CORE DIMENSION: PEDAGOGY
COMPONENTS
SELF-DIRECTED LEARNING
  • The institution's open education policy supports the use of technology enhanced inquiry based learning in their courses
  • The institution's open education policy support the use of open education in order to offer flexibility in the curricula (and learning goals) , facilitate the choice and control of one's own learning processes (e.g recognising participation in MOOCs or online courses offered by other universities).
  • The institution's open education policy supports the promotion and the development of autonomous lifelong learning competences using open education. –
  • The use of ICT/ open education for personalized learning is explicitly considered as a tool to increase the efficiency (reducing cost or enhancing results) of the online education provision.
PERSONALISED TEACHING
  • The institution 's open education policy encourages the use of a diversity of technology-enhanced pedagogical methods for OER/MOOCs in order to adapt education to the needs of the learners
  • The institution's open education policy supports the use of learning analytics and/or adaptive learning in order to personalise the courses, content or methods to the needs of the learners
TIME AND SPACE FLEXIBILITY
  • The institution's policy support pedagogical innovation through new uses of space and time via online or blended learning (e.g. video lectures, MOOCs)
COLLABORATIVE AND NETWORKED LEARNING
  • The institution's open education policy supports technology-enhanced, networked and distributed learning where the teachers act as facilitators and the learners take control of their own learning (e.g. participation of registered learners in MOOCs, development of cMOOCs)
  • The institution promotes collaborative learning via ICT as part of the pedagogical strategies for open education
  • The institution promotes collaborative working between peers using OER (e.g. team projects which imply searching, remixing and modifying OER or the searching and use of open data)
  • The institution's open education policy supports and encourages collaborative and networked learning taking place between different institutions (e.g. interinstitutional collaboration)
USE OF AUTHENTIC REAL WORLD RESOURCES
  • The institution promotes the participation of the learners in communities that go beyond the institution.
  • The institution promotes the use of OER and open data for the solution of real word problems by using real world resources. (e.g. OER, open data)
  • The institution promotes the contribution of learners to real public knowledge resources (e.g. Wikipedia, wikis)
SHARING EDUCATIONAL RESOURCES AND PEDAGOGICAL PRACTICES
  • The institution's open education policy promotes pedagogical exchanges among teacher (lecture videos, peer learning, teaching approaches ideas etc.)
The institutional policy promotes the sharing and reuse of OER created by other lecturers



CORE DIMENSION: RECOGNITION
COMPONENTS
ASSESSMENT
  • Paid for open education assessment (in MOOCs/OCW etc.) is part of the business plan of the institution
Free open education assessment is part of the strategy of the institution
IDENTITY VALIDATION
  • The institution invests in hiring/developing proctoring/biometrics services for identity validation of open learners
Then institution accepts and performs face-to-face assessment of open learners as a form of identity validation
TRUST AND TRANSPARENCY
  • The institution values and accepts certificates and qualifications in the format of credit transfer from open learners from other institutions
  • The institution seeks to develop long-lasting partnerships with other institutions in order to increase its network and add further value to its reputation
RECOGNITION OF PRIOR LEARNING
  • The institution uses RPL as way to assess and recognise open learning. This is a mid-term strategy leading to the establishment of mechanisms for fast-track recognition
  • RPL is part of the strategy to recruit new students
FAST TRACK RECOGNITION
  • The institution understands Fast Track Recognition for open learning as an important strategy for open education
  • The institution seeks to develop business models around the fast track recognition of open learning
The institution seeks to identify institutional partners to collaborate on the recognition of prior learning for open learners
QUALIFICATION
  • The institution is committed to map its open education offerings against the ECTS and EQF whenever possible (MOOCs, OCW, OER)
  • The institution has a strategy on how to offer qualifications via open education
SOCIAL RECOGNITION
  • The institution seeks to offer non-formal recognition (e.g. badges) to its open education offerings when formal recognition is not appropriate or sought by the learner
  • The institution encourages the acceptance of non-accredited certificates and badges as a form of knowledge demonstration whenever a formal certificate is not required

CORE DIMENSION: COLLABORATION
COMPONENTS
INTRA-INSTITUTIONAL COLLABORATION
  • The institution has a strategy on how collaboration on open education should happen at an institutional level within departments and faculties
  • The institution supports staff members from all departments and faculties to exchange and produce in collaboration free content and OER, open access research, teaching materials, MOOCs, training in open education
INTERINSTITUTIONAL COLLABORATION
  • The institution has a strategy on and encourages collaboration on open education with third party institutions
  • The institution has a business model on collaboration with third party institutions to make open education sustainable to all parties involved
The institution seeks to work in collaboration with other institutions to grant qualifications for open learners
NATIONAL COLLABORATION
  • The institution follows the recommendations of its National Ministries in relation of open education
  • The institution has its own policy on collaboration with other institutions across the country
  • The institution has a business model on open education which counts on the collaboration with other institutions across the country at different levels (e.g. pedagogy, content, technology, access)
  • The institution seeks to work in collaboration with other institutions to grant qualifications for open learners
CROSS-NATIONAL COLLABORATION
  • The institution has a business model/strategy on open education which involves the collaboration with organisations abroad
  • The institution sees open education collaboration with foreign institutions as a way to reach new audiences
  • The institutions sees open education collaboration with foreign institutions as a way to internationalise its practices

CORE DIMENSION: RESEARCH
COMPONENTS
OPEN ACCESS
  • The institution has open access to research as a component of its open education strategy
  • The institution has clear policies on open access publications
  • The institution has policies that support and recognise academics who choose to publish in open access journals
  • The institution has policies that support and recognise academics who choose to make their research available in open access research repositories
OPEN RESEARCH
  • The institution has policies to support and encourage the participation of third parties ( e.g. companies, independent researchers) in the research process of topics in various subject areas ( e.g. grants, collaboration agreements, access to research labs, unpaid fellowships)
  • The institutions has policies to support and encourage academics to open their research process for the participation of third parties ( e.g. grants, merit recognition)
INCENTIVE CAREER TRACK
  • The institution has policies to promote and/or reward academics who embrace an open research practice
  • The institution has policies to support and/or reward academics who do research on open research and open access